The transformative potential of workplace learning: Construction of identity in learning spaces     

Theo van Dellen  Valérie Cohen-Scali 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2015,61(6):725-734

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Electroencephalogram Recordings Indicate That More Abstract Diagrams Need More Mental Resources to Process          下载免费PDF全文

Theo H. van Leeuwen  Emmanuel Manalo  Jan van der Meij 《Mind, Brain, and Education》2015,9(1):19-28

There is considerable interest in the cultivation of student graphic literacy among educators and researchers, especially in the sciences. Previous research, however, has shown that many students manifest difficulties in using diagrammatic representations. One explanation that has been proposed to account for these difficulties is that certain forms of diagrams may be more demanding of mental effort to use. Although there had been behavioral evidence to support this explanation, neurophysiological evidence had not confirmed it. Here, we provide evidence, from electroencephalogram recordings of brain activity focusing on the P3b component, that more abstract diagrams (such as graphs) demand greater mental resources to process compared to pictures and text—even when amount of detail has been accounted for. Our results provide initial neurophysiological evidence for the impact of cognitive cost on student learning behaviors and outcomes. Consideration of this finding is important in pedagogical design and, more broadly, in media communication.  相似文献   

Teacher interpersonal competence for Dutch secondary multicultural classrooms     

Theo Wubbels  Perry den Brok  Ietje Veldman  Jan van Tartwijk 《Teachers and Teaching》2013,19(4):407-433

In the Netherlands, as in many European countries, classrooms display a growing cultural diversity. There are only very limited empirically supported data on the interpersonal competence teachers need in Dutch classrooms and studies from other countries cannot be generalized because of differences in the composition of the student population. This paper reports on an exploratory study in two schools on teachers' experiences in multicultural classes followed by an in‐depth case study of one expert teacher. We use this study to answer the question to what degree this teacher displays interpersonal competence (teaching behaviours, knowledge and attitudes) specific for teaching in multicultural classrooms by comparing this teacher's competence with generic interpersonal teaching competence. The teacher studied seems to be aware of special needs of students from different cultures and to use this knowledge to apply specific teaching strategies and interpersonal cues to create a positive classroom atmosphere and to cater for needs of diverse students. Further, the results indicate that many elements of this teacher's interpersonal competence in teaching a multicultural class can be considered aspects of generic teaching competence. It seems that the multicultural classroom puts heavier demands on this competence than a less diverse classroom.  相似文献   

Exploring knowledge processes based on teacher research in a school–university research network of a master’s program     

Frank Cornelissen  Jacqueline van Swet  Douwe Beijaard  Theo Bergen 《Journal of Educational Change》2013,14(2):139-176

School–university research networks aim at closer integration of research and practice by means of teacher research. Such practice-oriented research can benefit both schools and universities. This paper reports on a multiple-case study of five participants in a school–university research network in a Dutch master’s program. The research question was: In what way is knowledge based on practice-oriented research by master’s students developed, shared, and used in school–university research networks in which education is primarily offered within a university setting? Twenty interviews were conducted, on the basis of logs, over a period of 10 months. Results show that (1) for master’s students, the most significant motive for developing, sharing or using knowledge was that the content knowledge about their research topic could be useful to school practice and colleagues; (2) research supervisors reported more than master’s students about the procedural knowledge that they had developed and shared. This knowledge focused on the collaborative process of supporting research and knowledge processes in school and university; (3) activities of knowledge sharing and use appeared to depend to a significant extent on individual purposes and leadership initiatives of master’s students and their supervisors; and (4) in the school–university research network, master’s students and research supervisors continued—to a limited extent—knowledge processes based on master’s students research after their graduation. Outcomes indicate that use of existing network structures in master’s programs is complex, but could be a promising avenue for creating successful school–university research networks.  相似文献   

A New Kind of Developmental Science: Using Models To Integrate Theory and Research   总被引：1，自引：0，他引：1  

Kurt W. Fischer  & Theo L. Dawson 《Monographs of the Society for Research in Child Development》2002,67(1):156-167

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Steam heating of passenger trains on the Pennsylvania railroad     

Theo.N. Ely 《Journal of The Franklin Institute》1890,130(5):367-373

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Mica     

Theo.D. Rand 《Journal of The Franklin Institute》1880,109(3):190-192

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Preparing teachers for realistic mathematics education     

Theo Wubbels  Fred Korthagen  Harrie Broekman 《Educational Studies in Mathematics》1997,32(1):1-28

A shift in mathematics education in the Netherlands towards the so-called realistic approach made it necessary to prepare prospective teachers for a type of curriculum different from what they experienced as pupils. This article describes the characteristics of a preservice programme aiming at this goal and presents an analysis of the development of the student teachers' views of mathematics and mathematics education during the programme as well as their classroom behaviour. This analysis is based on two research studies. The first was a longitudinal study in which the student teachers were followed during years by means of questionnaires and interviews. The second was a study in which graduates from this programme were compared with graduates from a more traditional preparation programme by means of two teacher questionnaires and a pupil questionnaire, the latter measuring the pupils' perceptions of the actual teaching behaviour of the graduates. The teacher education programme appeared to be successful in changing the student teachers' views of mathematics education, especially in the direction of a more inquiry oriented approach, and in promoting effective teacher behaviour in the classroom. As far as their facilitating role as a teacher is concerned, the student teachers seemed to go through a two-stage learning process. Most of them reached the first stage, in which they realize that pupils have different preferences for learning and that a variety of possible explanations for problems should be offered. However, only a small number of student teachers seem to reach the second stage, in which they recognize the principle of building on pupils' own constructions, an important feature of realistic mathematics education. Possible explanations for the low impact of the programme, as well as solutions are discussed.  相似文献   

Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration     

Ha Le  Jeroen Janssen  Theo Wubbels 《Cambridge Journal of Education》2018,48(1):103-122

While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration.  相似文献   

Mapping mentor teachers’ roles in mentoring dialogues     

Paul Hennissen  Niels Brouwer  Theo Bergen 《Educational Research Review》2008,3(2):168-186

This literature study deals with the issue of how to conceptualize the supervisory behaviour of mentor teachers in mentoring dialogues by systematically examining empirical literature on key aspects of mentor teachers’ behaviour during dialogues with prospective teachers. From the findings a model is derived which can be used to study mentor teachers’ behaviour in mentoring dialogues. The model may be helpful in the further development of the quality of mentor teachers’ behaviour in mentoring dialogues.  相似文献